Learning styles of Gen-Z students of Bagabag National High School and their preferred instructional approaches

2026 IJRSE – Volume 15 Issue 5

Available Online:  3 March 2026

Author/s:

Del Campo, Virgilio Jr.
Nueva Vizcaya State University, Philippines (virgilio.delcampojr@deped.gov.ph)

Ocampo, Imelda S.*
Nueva Vizcaya State University, Philippines (imeldasocampo@gmail.com)

Agustin, Arnel A.
Nueva Vizcaya State University, Philippines (draaagustin777@yahoo.com)

Abstract:

This study investigated the learning styles of 188 Grade 12 students of Bagabag National High School during the Academic Year 2025–2026 and examined their relationship with preferred instructional approaches. Employing a quantitative research design, the study utilized a descriptive-correlational method to determine the extent of association between students’ perceived learning styles and instructional preferences. Data were collected using validated and reliable learning style and instructional approach instruments and analyzed through descriptive statistics and Spearman’s Rank Correlation at the 0.05 level of significance. Findings revealed that Generation Z students demonstrated a high overall level of learning style manifestation, indicating adaptability across multiple modalities. Visual learning emerged as the most dominant, followed by interpersonal and logical styles, while auditory, linguistic, kinesthetic, and intrapersonal styles also showed notable significance. In terms of instructional approaches, students generally preferred diverse teaching strategies, with technology-enhanced, motivational, content-focused, and facilitative approaches ranking highest, reflecting their inclination toward interactive, learner-centered, and digitally enriched learning environments. Correlation analysis showed significant relationships between specific learning styles and instructional approaches. Visual learners favored facilitative and motivational strategies, auditory learners aligned with teacher-centered, interactive, and lecture-based approaches, while linguistic, kinesthetic, logical, and intrapersonal learners demonstrated varied preferences for student-centered, facilitative, technology-enhanced, content-focused, and structured instructional methods. These results affirm that learning styles significantly influence instructional approach preferences. Based on the findings, the study developed an educational management intervention consisting of seven learning activities and ten targeted teaching strategies designed to address areas of lower engagement and preference. Overall, the study underscores the importance of adaptive, multimodal, and differentiated instruction in optimizing teaching effectiveness and enhancing learning outcomes among Generation Z learners.

Keywords: Gen-Z students, learning styles, preferred instructional approaches

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DOI: https://doi.org/10.5861/ijrse.2026.26093

Cite this article:
Del Campo, V. J., Ocampo, I. S., & Agustin, A. A. (2026). Learning styles of Gen-Z students of Bagabag National High School and their preferred instructional approaches. International Journal of Research Studies in Education, 15(5), 15-34. https://doi.org/10.5861/ijrse.2026.26093

* Corresponding Author